Perspectives of Teachers Working in a Virtual School Environment in Upstate New York

Abstract

The COVID-19 pandemic caused many changes for schools and students. Many schools had to make temporary accommodations to continue instruction virtually during periods of quarantine. Despite the return to in-person learning for many schools, options for virtual learning are becoming more popular. However, there is a lack of professional training for virtual teaching. In addition, there is very little literature on virtual schools, which is needed as virtual K-12 schools become more popular. The purpose of this study was to understand the perspectives of teachers working at the New York Public Virtual Learning Academy (PVLA). This study utilized open-ended questionnaires and interviews of 16 teachers working at the PVLA. Data was organized via reduction into codes and themes. This study found that while many participants described virtual teaching as a positive experience, yet there are a few areas in need of more preparation. This study suggests that with the right support and preparation, virtual teaching can be a viable option for many teachers.